Advance community-based lifelong learning through mentoring relationships connecting local expertise with desired learners¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper recommends mentoring as a major component for effective community-based lifelong learning, describing it as a one-to-one relationship in which mentor and protege experience personal, professional, and intellectual growth. It states that "Mentoring is a powerful emotional and passionate interaction whereby the mentor and protege experience personal, professional, and intelledtual growth and development," and that mentoring involves relationship building, information giving, role modeling, and providing a vision about what can be.

Design Implications¶

Context¶

Requirements¶

• A mentoring relationship requires someone with expertise in something and someone else who wishes to learn about it; the primary factor is learning with someone to assist and guide

Constraints¶

• The paper notes most mentoring is done face-to-face and that mentoring through technology is a possibility requiring investigation, not an established practice

Target Learners¶

• community members of all ages seeking to learn from local experts

Target Learning Goals¶

• personal, professional, and intellectual growth through guided one-to-one learning

Related Strategies¶

• Provide institutional support to enable relationship-building in critical service-learning
• Match teacher education, mentoring, and evaluation to developmental stage: routines and scripts for novices, analytical mentors from the competent and proficient, and stage-appropriate evaluation
• Community Involvement
• Check In/Check Out
• Investigate technology's role in community-based lifelong learning delivery as a research priority

Examples¶

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Key Sources¶

• Galbraith, M. W. (1995). Community-Based Organizations and the Delivery of Lifelong Learning Opportunities. https://eric.ed.gov/?id=ED385253